Agosta, N. (2009). Home and identity in Cambodia : implications of the revolution and internal turmoil of the 1970s on children's right to education. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/179

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Agosta, Nadine. “Home and identity in Cambodia : implications of the revolution and internal turmoil of the 1970s on children's right to education.” 2009. Thesis, University of San Francisco. Accessed March 21, 2019.
https://repository.usfca.edu/diss/179.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Agosta, Nadine. “Home and identity in Cambodia : implications of the revolution and internal turmoil of the 1970s on children's right to education.” 2009. Web. 21 Mar 2019.

Vancouver:

Agosta N. Home and identity in Cambodia : implications of the revolution and internal turmoil of the 1970s on children's right to education. [Internet] [Thesis]. University of San Francisco; 2009. [cited 2019 Mar 21].
Available from: https://repository.usfca.edu/diss/179.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Agosta N. Home and identity in Cambodia : implications of the revolution and internal turmoil of the 1970s on children's right to education. [Thesis]. University of San Francisco; 2009. Available from: https://repository.usfca.edu/diss/179

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

► This present study anchored its inquiry in English oral communication and learning English as a second language. The purpose of the study was to…
(more)

▼ This present study anchored its inquiry in English oral communication and learning English as a second language. The purpose of the study was to explore the factors that influence the willingness to communicate (WTC) of ESL university students from the perspectives of both the students and their oral communication professor. Since the 1980s, WTC among ESL university students has attracted increasing attention because helping them communicate authentically is essential. WTC is correlated with overall English language proficiency because of its equal weight with the other language skills. Therefore, ESL students have targeted WTC as a vital skill. However, research on factors that influence WTC of ESL university students draws largely from the perspective of the students, with little attention to the perspective of the professors. Moreover, no research focuses on the perspectives of the ESL university students and their professor. To fill in the gap, the current study has set out to explore factors influencing the WTC of ESL university students from the perspectives of students and their professor, by means of class observations, one-on-one and focus group interviews with students, as well as a narrative interview with course professor.
The data were collected from ESL university students at the low intermediate level and their oral communication professor at a Northern California university. Thirteen out of 14 students participated in the one-on-one interviews; 11 out of the 13 students participated in the focus group interviews, along with a narrative interview with the professor. The student participants reported six factors influencing their WTC while the course professor identified four factors influencing his students' WTC. The researcher integrated the factors from the students and professor, and five themes emerged from the study, which mostly centered on the sociocultural theory and social constructivism of Vygotsky.
The results of this study have implications for the fields of second language teaching pedagogy, teacher knowledge, second language training, classroom and cultural dynamics, and research methods. More studies on factors influencing the WTC of ESL university students would improve the WTC of ESL university students coupled with an increase in English proficiency.
Advisors/Committee Members: Sedique Popal, Susan Katz, Sarah Capitelli.

Chang, C. (. (2018). Exploring Factors Influencing the Willingness to Communicate among English-as-a-Second Language University Students. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/451

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Chang, Chi-Fang (Michelle). “Exploring Factors Influencing the Willingness to Communicate among English-as-a-Second Language University Students.” 2018. Thesis, University of San Francisco. Accessed March 21, 2019.
https://repository.usfca.edu/diss/451.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Chang C(. Exploring Factors Influencing the Willingness to Communicate among English-as-a-Second Language University Students. [Thesis]. University of San Francisco; 2018. Available from: https://repository.usfca.edu/diss/451

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

3.
Kennedy, Christopher S.Teacher Perceptions of Reading Intervention Conducted by
Teacher Candidates in a Professional Development School (PDS)
Partnership.

► Recent trends in teacher preparation have been toward a clinical model that provides teacher candidates with more authentic classroom experiences that are connected with methods…
(more)

▼ Recent trends in teacher preparation have been toward
a clinical model that provides teacher candidates with more
authentic classroom experiences that are connected with methods
courses. One type of clinical model that is on the rise is known as
a professional development school (PDS). PDS structures are formal
arrangements between P-12 schools and colleges of teacher
preparation designed to provide reciprocal benefits. In many
instances, P-12 schools will use the resources from the PDS
arrangement to provide additional support needed to assess and
instruct their students. This case study looks at one such
structure in which PDS teacher candidates provide reading
intervention to K-3 struggling readers. The study analyzes pre and
post reading assessment data and mentor teacher interviews in order
to determine the value of such arrangements. Two years of academic
data on first, second, and third graders that participated in the
teacher candidate-led intervention was considered. Seven mentor
teachers (K-3) participated in focused designed interviews about
the teacher candidate-led intervention. While the assessment data
did show academic gains in terms of literacy skills, the mentor
teacher interviews revealed even more benefits of such an
arrangement. Interviews transcripts revealed seven major themes
that emerged: differentiation, program logistics, collaboration,
influence on K-3 students, influence on teacher candidates,
influence on mentor teachers, and background knowledge. Overall,
the mentor teachers commented that the collaboration and reflective
practice made both teacher candidates and mentor teachers better
educators. They stated that the intervention allowed for greater
differentiation that provided more individualized instruction to
all of the students in their classes. The consistency of the
program and the knowledge of the teacher candidates also
contributed to the success. Many of the aspects of the teacher
candidate-led intervention were possible due to the PDS structure.
This study provides connections to the essential elements of PDS
work. Administrators and school leaders who are considering options
for providing additional intervention or fill voids in instruction
may look to this study to determine if such a structure may work in
their setting.
Advisors/Committee Members: Helfrich, Sara (Advisor).

► With the rapid changes occurring in Saudi Arabia toward achieving Saudi’s 2030 vision, more opportunities and developments will emerge in education and leadership, as…
(more)

▼ With the rapid changes occurring in Saudi Arabia toward achieving Saudi’s 2030 vision, more opportunities and developments will emerge in education and leadership, as one of the main orientations of the vision. The Ministry of Higher Education in Saudi Arabia seeks to raise the quality of higher education and its features to provide outputs that contribute to serving the community and economic development. Responding to the requirements of the labor market, the Ministry of Higher Education is seeking to make higher education in Saudi Arabia competitive with higher education systems in other developed countries. Thus, improving leadership in higher education institutions has become more essential than ever. This study explored the perceptions of higher education leaders on servant leadership as a leadership style. It also aimed to define their practices of authority and power as a significant pillar of servant leadership.
A qualitative method was used to collect and analyze the data for this study. Ten department chairs from various regions of Saudi Arabia were interviewed to gain their perspectives and stories regarding their practice of servant leadership. The interviews were digitally recorded and transcribed, then coded and analyzed with Dedoose web-based qualitative data-analysis software. The major findings from this study emerged around the five main themes that answered the five research questions: experience of leadership, characteristics of servant leadership, service, authority and power, and challenges of applying servant leadership in Saudi Arabia.
One major finding of this study was that Saudi higher education leaders lack leadership education and training. They were unfamiliar with various leadership styles in general, and the term servant leadership in particular. Findings also demonstrated a tight link between servant leadership and Islamic principles, as Prophet Mohammed (peace be upon him) embraced the leadership approach that puts people and their needs as a top priority. The findings clearly indicated that Saudi higher education leaders use formal authority and still perceive formal authority as a major controlling element. Formal authority and moral authority complement each other. More importantly, servant leadership is an appropriate method of leadership to be applied in higher education institutions in Saudi Arabia. However, shifting from a traditional style of leadership that relies on authority to servant leadership needs to be gradual to reduce potential risks as a result of this significant transition.
Advisors/Committee Members: Patricia Mitchell, Walter Gmelch, Richard Johnson III.

Shafai, A. A. (2018). The Perceptions of Saudi Arabia Higher Educational Leaders on Servant Leadership: The Use of Authority and Power. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/461

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Shafai, Areej Abdullah. “The Perceptions of Saudi Arabia Higher Educational Leaders on Servant Leadership: The Use of Authority and Power.” 2018. Thesis, University of San Francisco. Accessed March 21, 2019.
https://repository.usfca.edu/diss/461.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Shafai AA. The Perceptions of Saudi Arabia Higher Educational Leaders on Servant Leadership: The Use of Authority and Power. [Internet] [Thesis]. University of San Francisco; 2018. [cited 2019 Mar 21].
Available from: https://repository.usfca.edu/diss/461.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Shafai AA. The Perceptions of Saudi Arabia Higher Educational Leaders on Servant Leadership: The Use of Authority and Power. [Thesis]. University of San Francisco; 2018. Available from: https://repository.usfca.edu/diss/461

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

5.
Clabaugh, Dionne Janice.
Increasing Community College Basic Skills English Instructors' Use of Autonomy Supportive Instruction to Impact Students' Perceptions of Autonomy and Engagement.

► There is concern in California community colleges about student success because persistence rates have decreased and graduation rates have declined. Basic skills students are…
(more)

▼ There is concern in California community colleges about student success because persistence rates have decreased and graduation rates have declined. Basic skills students are underserved and underprepared, and their success rates are lower than traditional students. Nine California Community College Student Success Task Force recommendations were designed to increase basic skills student success.
In this quasi-experimental study three basic skills English instructors were trained on two of the six autonomy-supportive instruction strategies. The training design was based on characteristics of effective ASI interventions and addressed recommendations to improve community college basic skills instruction with professional development on research-based pedagogies. The purpose of this study was to describe the impact of instructors' use of autonomy supportive statements that nurtured students' inner motivational resources and that provided informational feedback on their students' perceived autonomy and engagement.
Instructors attended a training session and two coaching sessions facilitated using ASI strategies. Data to measure instructors' autonomy orientation were collected using a slightly modified Problems in Schools questionnaire and transcriptions of instructors comments during classroom instruction, that were coded on the ASI Observation Coding Guide, a new instrument based on the literature. Student autonomy and engagement was measured with a new instrument, the Student Learning Survey that combined autonomy items from the Learning Climate Questionnaire and classroom engagement items from the National Survey of Student Engagement. Results were compared between groups and across measurement times for control and treatment groups.
Results showed that treatment instructors increased use of autonomy supportive statements and decreased use of controlling statements. Students reported higher perceived autonomy and increased engagement immediately following treatment, compared to pretest, but perceptions returned to pretest levels at the maintenance measure 3 weeks after posttest. Limitations were related the small population of instructors and a small student sample with missing data due to inconsistent classroom attendance. Suggestions for future research include replicating this study with a larger sample, providing scaffolds for faculty to sustain their provision of autonomy during maintenance, and providing an internet-based student survey available over a short amount of time to reduce the amount of missing student data.
Advisors/Committee Members: Xornam Apedoe, Robert Burns, Christopher Thomas.

Clabaugh, D. J. (2013). Increasing Community College Basic Skills English Instructors' Use of Autonomy Supportive Instruction to Impact Students' Perceptions of Autonomy and Engagement. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/69

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Clabaugh, Dionne Janice. “Increasing Community College Basic Skills English Instructors' Use of Autonomy Supportive Instruction to Impact Students' Perceptions of Autonomy and Engagement.” 2013. Thesis, University of San Francisco. Accessed March 21, 2019.
https://repository.usfca.edu/diss/69.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Clabaugh DJ. Increasing Community College Basic Skills English Instructors' Use of Autonomy Supportive Instruction to Impact Students' Perceptions of Autonomy and Engagement. [Internet] [Thesis]. University of San Francisco; 2013. [cited 2019 Mar 21].
Available from: https://repository.usfca.edu/diss/69.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Clabaugh DJ. Increasing Community College Basic Skills English Instructors' Use of Autonomy Supportive Instruction to Impact Students' Perceptions of Autonomy and Engagement. [Thesis]. University of San Francisco; 2013. Available from: https://repository.usfca.edu/diss/69

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Ohio University

6.
Makwinja-Morara, Veronica Margaret.
FEMALE DROPOUTS IN BOTSWANA JUNIOR SECONDARY SCHOOLS: HOW
MUCH OF A CRISIS IS IT?.

► The purpose of this dissertation is to explore the experiences and perceptions of female dropouts in Botswana and the role of education in their…
(more)

▼ The purpose of this dissertation is to
explore the experiences and perceptions of female dropouts in
Botswana and the role of education in their lives. All over the
world, educators have struggled with the problem of students
dropping out of school before they complete their program of study.
Prior literature suggests that there are many factors involved in
causing students to drop out including weak academic study skills
which prevent students from proceeding to the next level. Making
little headway, these students often become discouraged about the
prospects of graduating and drop out of school. Some face social
challenges such as becoming pregnant, encountering impersonal
schools, or living under non-conducive conditions at home. It seems
that this misfortune befalls the female child more often than her
male counterpart. Though young drop outs are a problem throughout
the world, this study focuses on a section of a city in Botswana
where there are very few opportunities or institutions concerned
with preventing young dropouts. Moreover, there is little available
to assist female dropouts with continuing their studies.
For my research I used the case study and portraiture
methods along with interviews, observations, and analyzing
documents for a deeper understanding of the experiences of those
young women I encountered. Once my research was complete I
interpreted the data to search for recurring and emerging
themes. I also used the case study method to
better understand the school as an organization. I observed daily
activities focusing on those that contributed to retaining or
pushing the female students out of the education system. My study
established the challenges that female students face in school and
at home. The study revealed limited
communication between the young women who dropped out and their
parents; the transference of responsibility of child rearing
practices to the teachers; cultural factors such as early
marriages, intergenerational relationships with older men defiling
young women; and the culture of secrecy concerning issues of
sexuality. I also observed the extend peer pressure
played. My conclusions indicate many positive
strategies for retention for policy makers, the government,
schools, the Ministry of Education, and the Botswana society. Due
to the ambivalence around the responsibility of child rearing
practice teacher training programs need to
change.
Advisors/Committee Members: Woodrum, Arlie (Advisor).

► The recent interest in graduation rates (a phrase sometimes used interchangeably and incorrectly with attainment rates and completion rates) began with the Commission on…
(more)

▼ The recent interest in graduation rates (a phrase sometimes used interchangeably and incorrectly with attainment rates and completion rates) began with the Commission on the Future of Higher Education, also known as the Spellings Commissions, which called for “dramatic” changes in higher education to address the “persistent gap between the college attendance and graduation rates of low-income Americans and their more affluent peers” (Cook & Hartle, 2011, p. 1). As educators, we should strive to make sure that the students we serve receive a quality education, one that will prepare them to be college or career ready. In recent years, the national graduation rate does not ensure that educators are preparing their students for life after high school.
This study analyzed the findings from a specific credit recovery and how, when implemented with a strong parental involvement, a credit recovery can have a positive impact on the graduation rate. From the administering of a student survey and parent interview/questionnaire, it was determined that parental involvement and student motivation have the greatest impact on student achievement for students who participate in credit recovery. When students have consistent access to Georgia Virtual School, then their motivation is the strongest.
The findings in this study imply that parental support impacts the academic success of students. If parents said they were informed about the credit recovery procedures, this implies that there is a high level of communication between the school and home. Educational leaders should focus on areas or predictors within the family, society, or individual circumstances of the child, as well as in the academic surroundings and materials in order to meet the diverse needs of the students.
Advisors/Committee Members: Trevor Turner, Ph.D., Sheila Gregory, Ph.D., Darrell Groves, Ed.D..

Headd, A. C. (2017). The Effect of Parental Support and Selected Variables on the Effectiveness of a Credit Recovery Program as It Relates to Successful Completion of Graduation Credits. (Thesis). Clark University Atlanta. Retrieved from http://digitalcommons.auctr.edu/cauetds/85

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Headd, Andrew C. “The Effect of Parental Support and Selected Variables on the Effectiveness of a Credit Recovery Program as It Relates to Successful Completion of Graduation Credits.” 2017. Thesis, Clark University Atlanta. Accessed March 21, 2019.
http://digitalcommons.auctr.edu/cauetds/85.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Headd, Andrew C. “The Effect of Parental Support and Selected Variables on the Effectiveness of a Credit Recovery Program as It Relates to Successful Completion of Graduation Credits.” 2017. Web. 21 Mar 2019.

Vancouver:

Headd AC. The Effect of Parental Support and Selected Variables on the Effectiveness of a Credit Recovery Program as It Relates to Successful Completion of Graduation Credits. [Internet] [Thesis]. Clark University Atlanta; 2017. [cited 2019 Mar 21].
Available from: http://digitalcommons.auctr.edu/cauetds/85.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Headd AC. The Effect of Parental Support and Selected Variables on the Effectiveness of a Credit Recovery Program as It Relates to Successful Completion of Graduation Credits. [Thesis]. Clark University Atlanta; 2017. Available from: http://digitalcommons.auctr.edu/cauetds/85

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Harvard University

8.
Contreras Jr., Eduardo.
Rhetoric and Reality in Study Abroad: The Aims of Overseas Study for U.S. Higher Education in the Twentieth Century.

Political and educational leaders today often praise the benefits of study abroad with lofty rhetoric by arguing that overseas study can provide American undergraduate students…
(more)

▼

Political and educational leaders today often praise the benefits of study abroad with lofty rhetoric by arguing that overseas study can provide American undergraduate students with a variety of beneficial outcomes such as personal growth, academic gains, professional skills, greater international awareness and cross-cultural understanding. Despite the rhetoric, a relatively small percentage of students participate in overseas study. In 2014, the Institute of International Education reported that 9% of American undergraduates study abroad before graduating. Beyond this, there is a lack of diversity in the students who do study abroad for credit. Although the number of white students enrolled in US higher education is approximately 60%, over 76% of the students who study abroad are white. This lack of diversity and the relatively low levels of participation in study abroad have prompted many proponents to call for new ways to expand this practice so that more undergraduate students benefit from overseas study.
This dissertation traces the historical development of study abroad programs for American undergraduate students in the twentieth century focusing on how advocates justified these programs and envisioned their ideal structures. By examining the visions and administrative solutions of study abroad advocates over the past century, this dissertation demonstrates how proponents gradually convinced colleges and universities to adopt these programs to the point that study abroad became a permanent, but highly selective, aspect of U.S. higher education. It also reveals how the discourse about study abroad changed at different points in the twentieth century to adapt to contemporary challenges. This history offers contemporary educators seeking to expand overseas study a deeper awareness of the need for clarity of objectives in study abroad programs. It argues that the rhetoric and the reality of study abroad practices should intersect in transparent ways that all interested stakeholders can understand. Finally, understanding how the roots of selectivity and elitism in study abroad were established to mitigate fears of unregulated growth and academic illegitimacy will help contemporary advocates think about ways to achieve greater access in education abroad while still maintaining institutional standards today.

Intra-district open enrollment policies are increasingly implemented as a means of expanding children’s educational opportunities and promoting greater racial integration in urban schools. However, racial…
(more)

▼

Intra-district open enrollment policies are increasingly implemented as a means of expanding children’s educational opportunities and promoting greater racial integration in urban schools. However, racial segregation continues to endure in many choice-oriented urban school districts, to the extent that schools are often more segregated than their surrounding communities. I investigate the interplay between family, school, and neighborhood racial characteristics as they relate to pre-k and kindergarten school choice patterns in Boston, Massachusetts. Findings suggest school choice is a function of a variety of factors, with a school’s racial composition remaining salient even after accounting for academic achievement, discipline records, and distance from home. Furthermore, racial background moderates school choices such that White and Asian families displayed similar behavior, as they tended to choose schools with higher proportions of White and Asian students and lower proportions of Black students and students receiving free and reduced-price lunch subsidies. Neighborhood racial composition was not found to be a significant factor in families’ choices, but the average racial profile of the neighborhood schools did shape White and Asian families’ decisions to stay local or not. Finally, I found that families from neighborhoods with higher levels of ethnic heterogeneity and lower levels of socioeconomic advantage were more willing to travel longer distances for schools. The results underscore the importance of acknowledging the persistent salience of race in school choice processes, even when also accounting for various aspects of schools’ academic achievement, discipline, and location.

Racial socialization, particularly preparation for bias and discrimination, is a long documented strategy employed by African American families to prepare their children for racist encounters.…
(more)

▼

Racial socialization, particularly preparation for bias and discrimination, is a long documented strategy employed by African American families to prepare their children for racist encounters. During the last fifteen years a new line of inquiry, theorizing the relationship between particular socio-historical periods and the content of messages communicated to children about race, has emerged. Scholars have started exploring African Americans’ narratives about the messaging they received about racism against the backdrop of the social and historical period in which they came of age. In the period before the Brown v. Board decision many recalled hearing messages of the importance of deferring to whites. After the landmark decision and into the post-protest era, many reported hearing messages that were less focused on fearing whites and more focused on feeling pride as a Black person and in the Black race. Overall, messages have accurately reflected the then current state of racism and the particular etiquette required of African Americans to navigate a racially structured society. Furthermore, a look at changes in messaging over time suggests progress made on issues of racism. The experiences of the hip-hop generation, those born between 1965 and 1984, have not been documented. This study explored the messages that they received about racism along with the messages that they are currently sharing with their sons in a period equally marked by colorblind rhetoric and virulent anti-black racism. Using the theoretical frameworks of Critical Race Theory and the Life Course Perspective, I conducted 51 interviews with 17 families. Today’s African American parents continue to convey many of the messages that their families shared with them, about the importance of individual and group pride, but there has been a distinct and unexpected addition to the content of the talks that they are having with their sons. Eerily similar to the messages conveyed to children pre Brown v. Board, parents’ messaging about race largely urged compliance, fear of whites, and fear of figures of authority.

► While specialists in all academic disciplines identify with their subjects of study, speaking of themselves for example as Classicists or Sociologists, the status of “scientist”…
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▼ While specialists in all academic disciplines identify with their subjects of study, speaking of themselves for example as Classicists or Sociologists, the status of “scientist” is a uniquely distinctive social category. Educators do not fret about how to teach social studies to “nonsocial scientists” or literature to “nonhumanists,” yet in the natural sciences the distinction between “scientists” and “nonscientists” has guided American educational thought and practice for nearly a century. This dissertation examines why American educators adopted a bifurcated approach to science instruction and how their practices produced an increasingly rigid distinction between those inside the world of science and those on the outside.
Throughout much of the nineteenth century, U.S. secondary and college pupils followed a prescribed curriculum that included some instruction in natural history and philosophy. By the twentieth century, however, scientists, educators, and political and intellectual leaders concurred that instruction should be reconfigured to serve two purposes: to prepare citizens for life in the scientific age and to prepare scientists to secure its advance. In subsequent decades, amid changing views of the nature of the scientific enterprise and its place in society, educators launched a succession of projects to identify and differentially teach these two groups. In so doing, they constructed and institutionalized the notions of “future scientist” and “nonscientist” as entities distinct in makeup, educability, and civic responsibility.
This study examines key episodes in the history of differentiated science instruction that connect varying conceptions of scientists and nonscientists with practices that shaped students’ educational and career trajectories. Educators enlisted new techniques of testing, curriculum and pedagogy, and psychological research to ascertain and measure indicators of scientific character and talent, foster the development of future scientists, and prepare nonscientists to participate in civil discourse and decision-making about scientific matters. These projects shaped beliefs about who could become a scientist, the characteristics indicative of scientific ability, and the social responsibilities ascribed to specialists and nonspecialists. This study sheds light on how educators’ conception of scientific identity developed, how it created and constrained student opportunity, and how it has formulated the relationship between science and the public.
Advisors/Committee Members: Reuben, Julie A. xmlui.authority.confidence.description.cf_uncertain (advisor), Mehta, Jal (committee member), Shapin, Steven (committee member).

► The purpose of this study was to explore women district leader’s perceptions of organizational change in a rural women’s education and empowerment program in India,…
(more)

▼ The purpose of this study was to explore women
district leader’s perceptions of organizational change in a rural
women’s education and empowerment program in India, using an
appreciative inquiry framework. This is a qualitative case study of
the Mahila Samakhya (MS) program, which was initiated to provide
non-formal education and empower rural women in India. The program
implements activities in 11 states among the 29 states of India.
Previous studies have been conducted on the MS program,
investigating facets in single states. These studies primarily
focused on narratives and experiences of rural women based on
inquiries in one of the states of India. These studies did not
attempt to highlight the multi-faceted organizational processes,
especially organizational change, undertaken in the MS program over
the past two decades. As a result, there is limited knowledge
regarding the comprehensive organizational practices of the MS
women district leaders, key implementation units, working in a
Government Organized Non-governmental Organization (GONGO). This
study combined the conceptual framework of Appreciative Inquiry
with the theoretical framework of organizational change
particularly using Senge’s Learning Organization. During the
current phase of the organizational change in the MS program, the
5-D model of the Appreciative Inquiry (AI) was used as a conceptual
framework for exploring themes of definition, discovery, dream,
design, and destiny. For this study, the MS women district leaders,
with five or more years of experience, working in the 11 MS states
of India, at the district level, were purposefully chosen as
interview participants. These district leaders work at the middle
(meso) level of the organization and are positioned at the critical
level of implementing initiatives for the GONGO. A qualitative
interview protocol was developed using the 5-D model for
structured, semi-structured, and unstructured interviewing.
Interviews were conducted with 28 district women leaders. The data
from the interviews was analyzed using AI’s 5-D framework. This
study has a threefold purpose: it provides insights to understand
the challenges faced by women in managing a women’s organization,
managerial and administrative tasks; furthermore, it indicates
disconnect between policies and implementation of organizational
change in a GONGO organization; and, it contributes toward our
current understanding of the organizational changes emerging in a
rural GONGO educational program from a developing country.
Recommendations for the MS organization, policy-makers, and future
research are also discussed. The study could be used by
policymakers to discern the trajectory of the Mahila Samakhya
program, that has served as unique model for GONGO.
Advisors/Committee Members: Jean Francois, Emmanuel (Committee Chair).

► Two-year college transfer education has been promoted as a cost-effective path for achieving the baccalaureate, but increased time-to-degree could nullify this assumption. The Montana…
(more)

▼ Two-year college transfer education has been promoted as a cost-effective path for achieving the baccalaureate, but increased time-to-degree could nullify this assumption. The Montana University System (MUS) recently expanded the mission for its two-year college system by adding the transfer function.
This non-experimental quantitative research study examined whether a difference existed in baccalaureate time-to-degree for transfer students from MUS two-year colleges. Three years of MUS graduate data (2014 – 2016) was examined in comparing baccalaureate time-to-degree of non-transfer students (n = 5,953) with transfer students (n = 730). Credit accumulation, GPA, associate degree completion, nontraditional student status, and two-year college organization were also examined.
Baccalaureate time-to-degree took longer for transfer students (Mdn = 6 years) than non-transfer students (Mdn = 4 years, 1 semester) with a statistically significant difference (U = 1,137,872, p < 0.001, r = 0.26). Transfer students had larger credit accumulation (Mdn = 140 – 149 credits) than non-transfer students (Mdn = 130 – 139 credits), but experienced similar academic achievement as measured by grade point average (Mdn = 3.00 – 3.49). Students completing the AA/AS transfer degree in route to the baccalaureate did not experience longer time-to-degree than other transfer students, but AAS degree recipients did take longer. All associate degree completers had greater credit accumulations than other transfer students. No statistically significant differences were observed in baccalaureate time-to-degree or credit accumulation, for transfer students from embedded or independently organized college, or students of nontraditional age. Further observation into the effects of the two-year college transfer function is recommended.

► Women continue to be underrepresented in the nontraditional careers. With areas of cosmetology, health sciences, education and child care being the dominate female careers; there…
(more)

▼ Women continue to be underrepresented in the
nontraditional careers. With areas of cosmetology, health sciences,
education and child care being the dominate female careers; there
is limited female representation in welding, carpentry,
plumbing/pipefitting, electrical and other traditional male
careers. Due to facing social barriers and developing an
understanding of skill measurement among peers by the age of
adolescence, individuals will disregard career options that may be
viable for the future based on limited exposure and inaccurate
facts. In addition, as students become aware of their own interests
and abilities career preferences begin to emerge. Choices tend to
be toward jobs in which students find accessible and in which there
is a familiarity.The process of self-selection and differentiated
task-specific beliefs among students occurs as early as elementary
school. Researchers have gathered data to bring awareness that
gender stereotyping occurs within the elementary setting and
students are already self-selecting careers based upon those
stereotypes at young ages. By the age of adolescence, the
experiences students have had within the school setting, within the
home, and through experiences or lack thereof, can already
determine the career path for an individual. Due to females being
strongly influenced by their setting and the expected gender roles
they are to play, understanding the research is critical for the
recruitment and retention of women within a nontraditional work
setting. Recruitment and early exposure can start at earlier ages
by providing job shadowing and mentoring early in the educational
life of a child. By researching ways to improve the recruitment and
retention of females into nontraditional occupations, tremendous
financial opportunities could be available to women who may never
have considered the skill sets and talent they have as being
viable.This qualitative study uses a series of three interviews
with selected participants in order to help identify a shared
phenomenon; a phenomenological study. Participants met on three
separate occasions to participate in the interview process. All
women interviewed live in the southeastern portion of Ohio, are
currently working or have worked in a nontraditional career field,
and have had to overcome adversity in order to maintain a
successful career.Results from the study have identified the
importance of mentorships at an early age that range beyond family
background knowledge but depend more upon someone who provides
opportunity for exposure to a profession in which the female may
not have considered.
Advisors/Committee Members: Machtmes, Krisanna (Committee Co-Chair), Lowery, Charles (Committee Co-Chair).

► The purpose of this mixed methods study was to explore middle school teachers’ pedagogy and their transformations as they implement one-to-one laptop instructional technology…
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▼ The purpose of this mixed methods study was to explore middle school teachers’ pedagogy and their transformations as they implement one-to-one laptop instructional technology in their classroom environments. Statistical correlation and narratives provided a greater understanding of the research problem. A mixed methods approach was the most appropriate research design for this study due to the nature of information being collected. Data collection draws from several sources, such as questionnaires, interviews, or analysis of documents. In this study, the researcher used the questionnaire responses from 48 teachers and transcripts of semi structured focus group interviews of four teachers to create a framework of how middle school teachers perceive their self-efficacy in using one-to-one laptop instructional technology, their preparedness within Professional Learning Communities (PLCs) to implement instructional technology, and how their pedagogical practices may have changed.
Advisors/Committee Members: Barbara Hill, Ed.D., Daniel Teodorescu, Ph.D., Shelia Gregory, Ph.D..

► Due to the increasingly widespread utilization of interscholastic athletic pay to participate policies within the state of Ohio, this study focused on analyzing specific pay…
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▼ Due to the increasingly widespread utilization of
interscholastic athletic pay to participate policies within the
state of Ohio, this study focused on analyzing specific pay to
participate policies within Ohio High School Athletic Association
(OHSAA) member school districts through a qualitative, multiple
case study methodology. This study aimed to contribute to the
overall gap in research regarding pay to participate policies from
a policy analysis perspective.Utilizing the policy process model
outlined by Kraft and Furlong (2015) as a framework, policy
document and interview data analysis assisted in the development of
key elements such as contributing factors and goals of the specific
policies, implementation methods and procedures unique and
different among districts, as well as evaluation processes and
criterion utilized to define success. This study did not intend to
generalize pay to participate policies that implement the most
evident fee typology within the state of Ohio, but rather provide
depth within the stories of specific districts, intending to add
value to district discussions surrounding pay to participate policy
utilization.The study results described key policy elements from
district contextual perspectives regarding their development,
implementation, and evaluation methods. These key components
provided unique perspectives based upon perceptions of athletic
administrators, and actions of the policies themselves, as well as
resulted in the development of a pay to participate discussion
guide (Appendix C) that can be utilized by districts during policy
discussions.
Advisors/Committee Members: Willis, Paul (Advisor).

► The purpose of this study was to determine : 1. What actions sixth grade children think should be taken in situations that contain certain…
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▼ The purpose of this study was to determine :
1. What actions sixth grade children think should be taken in situations that contain certain elements of c ivil rights.
2. The reasons given by the s ixth grade children for choosing these actions.
A measuring instrument was constructed from 14 court cases containing certain elements of civil rights. These court cases were then rewritten so that sixth grade students could comprehend the vocabulary and situations described. Statements for students responses were developed from the case itself, newspapers, and magazine articles. Two sixth grade classes and one fifth grade class served as a pilot group for the study. The responses and suggestions of these students were used by the author to refine the measuring instrument.
Approximately 5 per cent or 1, 192 students of the sixth grade population in the public schools of Utah participated in the study. The school districts in the state were divided into five population groupings. This was done by first ranking the school districts by their sixth grade population, then dividing the school districts into five groups representing about one-fifth of the sixth grade population. From these five groups, schools were then selected on a random basis for participation in this study.
The administrator of each school selected to participate in the study was contacted by letter for permission to conduct the study in his school. lf permission to conduct the study was not granted additional schools were contacted until sufficient schools were obtained.
The inventory responses were scored as correct or incorrect as they corresponded with the decisions and explanations given in the court case.
Opinion inventories such as the one employed in the present study a r e subjective. This permits a discrepancy to exis t between the answer chosen and the true opinion of the situation studied. Subject to these limitations the following findings seem pertinent to this study:
1. The children involved in this study disagreed with the decision. of the court on seven of the 14 situations.
2. The children involved in this study disagreed with the reasoning of the court on eight of the 14 situations.
3. Because of the consistency of the responses made by the children it is apparent that they have begun to establish standards for use in judging their actions in situations involving certain elements of civil rights.
4. Significant differences did exist at the 5 per cent level of confidence among the population groupings on ten of the 28 variables.
5. Significant differences did exist at the 5 per cent level of confidence between boys and girls on 15 of the 28 variables. Boys were more supportive of authorities such as school teachers, school administrators, boards of education, economic leaders, and officers of the government than were girls. Girls supported the cause of individual liberties and Negro rights more often than boys.
6. There was evidence that the sixth…
Advisors/Committee Members: Malcom Allred.

Why do schools teach mathematics, and why do they teach the mathematics that they do? In this three-part dissertation, I argue that the justifications offered…
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▼

Why do schools teach mathematics, and why do they teach the mathematics that they do? In this three-part dissertation, I argue that the justifications offered by national education systems are not convincing, and that students are tested on content whose purpose neither they nor their teachers clearly understand. In the first part of the dissertation, I propose a theoretical framework for understanding the content and pedagogy of school mathematics as a set of practices reflecting socio-political values, particularly in relation to labor and citizenship. Beginning with a critical study of history, I trace the origins of modern mathematics education, in the process unearthing common, unexamined assumptions regarding the place and form of mathematics education in contemporary society.
In the second part of the dissertation I use the above theoretical framework to re-examine the literature on mathematical word problems. Word problems have interested research because they operate at the intersection between mathematics, education, and labor. I argue that scholarly discussions of word problems have so far adopted unexamined assumptions regarding the role of history, the structure of everyday life, and the relationship between mathematics and other disciplines. Through the lens of political economy I examine these assumptions and offer new categories and explanation for understanding word problems.
In the final part of the dissertation, I apply my theoretical framework to practice. Using a dialogical approach, I present a group of undergraduate students and pre-service teachers with artifacts and problems that embody some of the defining tensions of mathematics education. Through twelve weeks of in-depth discussion, fieldwork and exploration, students eventually arrive at a more critical understanding of the social purpose of mathematics and the impact of this purpose on its teaching and learning in various contexts. The results for the students include an expanded vision of the possibilities of mathematics, a radical critique of its place in society, and reports of reduced math anxiety as well as increased curiosity toward mathematics.

► Changes in climate and the corresponding environmental issues are major concerns facing the world today. Human consumption, which is leading the rapid depletion of…
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▼ Changes in climate and the corresponding environmental issues are major concerns facing the world today. Human consumption, which is leading the rapid depletion of the earth’s finite resources and causing a dramatic loss of biodiversity, is largely to blame (Pearson, Lowry, Dorrian, & Litchfield, 2014). American zoos and aquariums are positioned to create positive experiential relationships between zoo tourists and animals that have the potential to positively change the zoo tourists’ conservation behaviors. Challenges to changing the conservation behaviors of zoo tourists are many. One particularly important challenge is conservation/environmental education. Zoos and aquariums aim to provide effective and quality environmental education to the public, as well as a framework for conservation ethics (Ballantyne, Packer, Hughes, & Dierking, 2007; Falk et al., 2007). Some research suggests presentations combining educational talks with animal training, or other multilayered interpretive animal presentations, are associated with greater learning (Visscher, Snider, & Vander Stoep, 2009; Weiler & Smith, 2009). The immense amount of effort put into designing zoo education programs that allow for meaningful and intimate interactions between tourists and animals is undertaken to produce behavior change in the zoo tourist.
Behind the scenes tours are one of the multilayered interpretive presentations that have the ability to impact visitors’ intrinsic existence value of wildlife and ecosystems. This study aimed to examine how more intimate interactions with animals in zoos may lead to an increased sense of conservation. Zoo education research has gained momentum only in the last few years (Ogden & Heimlich, 2009), and research into behind the scenes education programming is just beginning.

► The purpose of this study was to examine the relationship of technology use and facilitation of inquiry-based teaching across the curriculum through the implementation of…
(more)

▼ The purpose of this study was to examine the
relationship of technology use and facilitation of inquiry-based
teaching across the curriculum through the implementation of a
one-to-one technology pilot. This study also explored which
technology related factors (Teacher Tech Use, Student Tech Use,
Tech Barriers, Teacher Comfort) best predict the use of
inquiry-based teaching methods with students. Additionally, there
was an examination of changes (pre-post) in the use of
inquiry-based methods as a result of the one-to-one pilot. Data
were collected using a pretest and posttest 1:1 Teacher Survey
developed by the Center for Assessment and Evaluation Services at
Bowling Green State University. Participants were 80 teachers from
two Northwest Ohio school districts who participated in a
one-to-one pilot during the 2012-2013 school year.Three research
questions guided this study. Descriptive statistics were used to
analyze Research Question 1 which examined if Teacher Tech Use,
Student Tech Use, Tech Barriers, and/or Tech Comfort related to a
teacher’s use of inquiry-based teaching methods. Teacher Tech Use
and Teacher Comfort were both strongly related pre and post with
regards to a general one-item inquiry-based learning item and an
inquiry-based subscale.Multiple Regression was utilized to analyze
Research Question 2 which examined if Teacher Tech Use, Student
Tech Use, Tech Barriers, and Tech Comfort predicts a teacher’s use
of inquiry-based teaching methods with students. The data revealed
that Teacher Tech Use was the only significant predictor of a
teacher use of inquiry-based teaching methods.Finally, a t-test of
related samples was used to analyze Research Question 3 which
examined if a one-to-one technology program for students
significantly increased the use of inquiry-based teaching methods.
The piloting of one-to-one in both districts was limited to
approximately a six month time period. The data concluded that the
one-to-one pilot did not reveal an increase in a teacher’s use of
inquiry-based teaching methods with students. Pre survey revealed
that teachers were already using inquiry-based teaching methods on
a regular basis prior to the one-to-one pilot. Based upon the
results, three main conclusions were drawn: 1) Teacher Tech Use and
Tech Comfort relate to a teacher’s use of inquiry-based teaching
methods 2) Teacher Tech Use was the single factor that best
predicts a teacher’s use of inquiry-based teaching methods 3) after
six months, a one-to-one initiative does not significantly increase
a teacher’s use of inquiry-based teaching methods.
Advisors/Committee Members: Reinhart, Rachel A. (Advisor).

► The purpose of this study was to explore practices from the Reading First Grant implementation, which itself no longer exists, with an intent of identifying…
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▼ The purpose of this study was to explore practices
from the Reading First Grant implementation, which itself no longer
exists, with an intent of identifying those practices that have
continued to be utilized through the Response to Intervention
process and the practices that have changed in the interim. This
research reports the results of an instrumental multi-case study
design involving three former high performing Reading First
elementary schools that have continued to be successful through
Response to Intervention (RtI) as a school framework. A mixed
methodology approach incorporating semi-structured interviews,
quantitative survey results, and state assessment data were
triangulated and analyzed in an attempt to answer by what methods
these former high performing Reading First schools have continued
to be successful through RtI as a school framework, as well as what
leadership practices and current professional development practices
have impacted the RtI process. The results of this study may allow
others in education and in related disciplines to benefit by
learning about practices that have and have not been used
effectively in the Reading First implementation and Response to
Intervention process. The results of this study may also contribute
to the relevant literature regarding leadership practices, which
can influence student achievement.
Advisors/Committee Members: Larson, William (Committee Chair), Helfrich, Sara (Committee Co-Chair).

Coffman, K. D. (2018). Lessons to Learn: The Implementation of Response to
Intervention as a School Framework through the Lens of Past Reading
First Schools. (Doctoral Dissertation). Ohio University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1533680430260384

Chicago Manual of Style (16th Edition):

Coffman, Karen D. “Lessons to Learn: The Implementation of Response to
Intervention as a School Framework through the Lens of Past Reading
First Schools.” 2018. Doctoral Dissertation, Ohio University. Accessed March 21, 2019.
http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1533680430260384.

MLA Handbook (7th Edition):

Coffman, Karen D. “Lessons to Learn: The Implementation of Response to
Intervention as a School Framework through the Lens of Past Reading
First Schools.” 2018. Web. 21 Mar 2019.

Vancouver:

Coffman KD. Lessons to Learn: The Implementation of Response to
Intervention as a School Framework through the Lens of Past Reading
First Schools. [Internet] [Doctoral dissertation]. Ohio University; 2018. [cited 2019 Mar 21].
Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1533680430260384.

Council of Science Editors:

Coffman KD. Lessons to Learn: The Implementation of Response to
Intervention as a School Framework through the Lens of Past Reading
First Schools. [Doctoral Dissertation]. Ohio University; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1533680430260384

► In this two-paper dissertation, I examine U.S. Census data from the Current Population Survey Merged Outgoing Rotating Groups to understand how undocumented-student high-school-diploma, college-enrollment, associate’s-degree,…
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▼ In this two-paper dissertation, I examine U.S. Census data from the Current Population Survey Merged Outgoing Rotating Groups to understand how undocumented-student high-school-diploma, college-enrollment, associate’s-degree, and bachelor’s-degree attainment odds have been impacted by the Illegal Immigrant Reform and Immigrant Responsibility Act of 1996 (IIRIRA), which restricted in-state-tuition subsidies to undocumented students, and by in-state-residency-tuition (ISRT) laws that states have passed beginning in 2001, to moderate the effect of IIRIRA. I use difference-in-difference estimation strategies to attempt to establish causal effects. Using Mexican foreign-born-non-citizen status as a proxy for undocumented status, and therefore the treatment group, I compare enrollment and degree-completion outcomes for college-aged likely undocumented persons before and after the laws’ effective dates, treating the laws as an exogenous shock, with similarly situated documented persons as a control group. I find that IIRIRA led to sharp declines in educational attainment among likely undocumented youth, and that ISRT has been helpful, but alone insufficient to cure the harms caused by IIRIRA. Using a blended framework that uses liminal legality to understand the college choices of undocumented youth, I conclude, after Abrego and Gonzales (2010) and others that undocumented residency status as administered by IIRIRA converges over time to be a master status that makes the cost of attending college prohibitive while nearly eliminating any benefits. My research has implications for the continuing debate over the proposed Development, Relief, and Education for Alien Minors (DREAM) Act, the Obama administration’s Deferred Action on Childhood Arrivals (DACA) program, the education of undocumented students and the legal treatment and incorporation of undocumented people into U.S. society.
Advisors/Committee Members: Long, Bridget T. xmlui.authority.confidence.description.cf_uncertain (advisor), Barrera-Osorio, Felipe (committee member), Gonzales, Roberto G. (committee member), Ryan, James E. (committee member).

The need to belong is a fundamental human need, yet in contemporary contexts of migration, conflict and forced displacement, it remains severely contested and continually…
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▼

The need to belong is a fundamental human need, yet in contemporary contexts of migration, conflict and forced displacement, it remains severely contested and continually undermined. The policies of education institutions and beyond, and the practices of individuals embedded within these institutions, can deepen or diminish individuals’ sense of belonging and membership within the communities they find themselves in.
The world is currently experiencing yet another epoch of migration—65.6 million people were displaced by conflict in 2016. How do refugee youth displaced by conflict foster and challenge their claims on membership and construct their need to belong? Through three papers, this study investigates these issues in the case of Syrian refugee youths’ belonging in Lebanon. Data for this study are based on 62 in-depth, repeat interviews conducted with Syrian refugee youth and policy makers over two-phases of a year’s worth of data collection in Lebanon, in 2016.
Through literature from the fields of sociology on boundary crossing, and from the field of forced migration studies on refugees’ unique position in between nation-states, the first paper conceptualizes ideas of refugee youth belonging. Through three portraits, it investigates refugee youths’ every day practices by which they come to acknowledge, negotiate and transcend the very boundaries of belonging that have otherwise constricted them.
The second paper examines the role of higher education policy and practice in expanding the boundaries of belonging. Specifically, it investigates the role of higher education scholarships for refugee learners and through Lipsky’s theory on street level bureaucracy and Nancy Fraser’s scales of justice, it unearths the many equity considerations that are often overlooked in organizations’ distributional efforts to level higher education participation for refugee youth in Lebanon.
The final paper analyzes the role of social supports for refugee youth in Lebanon, as mediated through individuals and institutions. Building on work from the fields of community psychology and sociology, it finds the many locally and globally situated supports that refugee youth marshal and share, as they chart pathways to their education and life aspirations.

► In this dissertation I offer a justification of the claim that the development of those faculties necessary for autonomy should be a primary goal of…
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▼ In this dissertation I offer a justification of the claim that the development of those faculties necessary for autonomy should be a primary goal of public education, available to all children. To do this I 1) place autonomy into the framework of Capability Theory, showing why autonomy is essential to a full concept of human freedom, cleaning up some rough edges in the Capability Theory literature in the process; 2) demonstrate how thinking of freedom in terms of Capability Theory elucidates perennial questions and debates in the Philosophy of Education literature concerning autonomy; and 3) dig deeper into what educating for autonomy in terms of Capability Theory might look like through an analysis of rigor.
The questions which will guide my research are as follows:
1. What is "autonomy", and why is it a valuable goal to pursue in education?
2. Why must the state ensure that every child have the opportunity to become autonomous?
3. How can autonomy be developed, through schooling and through life?
Advisors/Committee Members: Elgin, Catherine xmlui.authority.confidence.description.cf_uncertain (advisor), Masyn, Katherine (committee member), Siegel, Harvey (committee member).

► The study examined the issues of access in public and private higher education institutions in Islamabad, Pakistan. The policies and institutions currently in place to…
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▼ The study examined the issues of access in public and private higher education institutions in Islamabad, Pakistan. The policies and institutions currently in place to deal with access related issues are not effective, therefore, not providing students with the support systems to help them succeed at the institutions of higher learning. The study analyzed student perspectives on access, examined access related systems in place at public and private institutions, and kind of students that have access to higher education. The study also analyzed the growth of higher education institutions and their impact on access related issues particularly in last eight years. Continuous planning, support and development needed to provide higher education is discussed. In addition, the research discussed opportunities and challenges experienced by students before entering college, processes involved entrance at college and after arriving at college. Moreover, similarities and dissimilarities between public and private institutions are also discussed. The study makes suggestions to improve access related systems to help students be successful and the need and ways how can they be further developed and strengthened is also discussed. The hope is that this research will contribute to well in-formed policy making that takes into account the complexities of the forces that shape higher education and the development of Pakistan.
Advisors/Committee Members: David R. Evans, Joseph B. Berger, Sanjiv Gupta.

► Hospitals and healthcare facilities in the United States are facing serious shortages of medical laboratory personnel, which, if not addressed, stand to negatively impact…
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▼ Hospitals and healthcare facilities in the United States are facing serious shortages of medical laboratory personnel, which, if not addressed, stand to negatively impact patient care. The problem is compounded by a reduction in the numbers of academic programs and resulting decrease in the number of graduates to keep up with the increase in industry demands. Given these challenges, the purpose of this study was to identify predictors of success for students in a selected 2-year Medical Laboratory Technology Associate in Science Degree Program.
This study examined five academic factors (College Placement Test Math and Reading scores, Cumulative GPA, Science GPA, and Professional [first semester laboratory courses] GPA) and, demographic data to see if any of these factors could predict program completion. The researcher examined academic records for a 10-year period (N =158). Using a retrospective model, the correlational analysis between the variables and completion revealed a significant relationship (p < .05) for CGPA, SGPA, CPT Math, and PGPA indicating that students with higher CGPA, SGPA, CPT Math, and PGPA were more likely to complete their degree in 2 years. Binary logistic regression analysis with the same academic variables revealed PGPA was the best predictor of program completion (p < .001).
Additionally, the findings in this study are consistent with the academic part of the Bean and Metzner Conceptual Model of Nontraditional Student Attrition which points to academic outcome variables such as GPA as affecting attrition. Thus, the findings in this study are important to students and educators in the field of Medical Laboratory Technology since PGPA is a predictor that can be used to provide early in-program intervention to the at-risk student, thus increasing the chances of successful timely completion.
Advisors/Committee Members: Thomas G. Reio, Jr., Lynn Ilon, Glenda D. Musoba, Eric Brewe.

► Over the last two decades there has been heightened interest in redefining faculty scholarship in higher education (Boyer, 1990). Trends have included the development of…
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▼ Over the last two decades there has been heightened interest in redefining faculty
scholarship in higher education (Boyer, 1990). Trends have included the development of
cultural frameworks for understanding how disciplines and institutions influence faculty
work and how socialization processes impact academic career development. Despite the
fact that the number of occupational therapy practitioners who have pursued doctoral
training in pursuit of an academic career has failed to keep up with the need for qualified
faculty, academic interest in developing disciplinary scholars to build the knowledge base
of professional practice has been slow to develop. Furthermore, leadership interest in
guiding the development of future faculty by studying how current occupational therapy
faculty members are developing as scholars has been limited (AOTA, 2003).
The purpose of this study was to develop a framework for describing scholarship
in occupational therapy faculty members. A theoretically grounded case study design
guided the selection of two occupational therapy departments, representing both a
research university and a master’s college. Narrative data from occupational therapy
faculty members in these institutions provided in-depth perceptions of how faculty
members in diverse institutional settings develop a professional identity. Rich understandings of how clinical and academic socialization processes converge as faculty
members in academic departments integrate competing influences from the academic
culture, the institutional culture, and the professional culture to prioritize faculty work
roles.
The study revealed that although occupational therapy departments are
succeeding within their institutional contexts, personal faculty priorities as clinicianteachers
and institutional missions that create an imbalance in roles that favor teaching,
continue to disadvantage certain faculty sub-cultures from evolving as disciplinary
scholars. The implications of the failure of occupational therapy faculty members to
adapt the researcher role as part of a professional identity include barriers to the
development of disciplinary knowledge to support practice, and to the development of
successful faculty careers that can be advanced in any institutional environment. The
study identified a critical role for program leadership to act as change agents within
departmental cultures to balance the need for productive disciplinary scholars, as well as
effective clinician-teachers.
Advisors/Committee Members: Joseph B. Berger, Shederick McClendon, Patty Freedson.

► This study examined teachers’ perceptions of school climate as it relates to subject area in an elementary school setting. For the purpose of this…
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▼ This study examined teachers’ perceptions of school climate as it relates to subject area in an elementary school setting. For the purpose of this dissertation it is important to distinguish between two different groups: Homeroom Teachers refers to teachers in core subject areas traditionally evaluated through standardized tests, and Special Area Teachers refers to teachers in areas that are not tested with standardized tests such as art, music, and physical education. The inquiry included four teachers from one elementary school whose student population closely mirrored the demographics of the school district as a whole. The qualitative and quantitative data included school climate data and teacher perception data. The school climate data was collected from the Georgia School Personnel Survey administered as part of the College and Career Readiness Performance Index (CCRPI) included in Race to the Top. The teacher perception data was accumulated through semi-structured interviewing. The survey results revealed special area teachers feel less connected to and less supported by other teachers. Several responses within the semi-structured interviews suggested that although the results of the School Personnel Survey for the selected elementary school were very favorable and suggested a very positive school climate, the relationship between special area and homeroom teachers was not necessarily symbiotic.
The results of the research constructed a microcosm description of how perceptions of homeroom teachers and special area teachers differed on the subject of school climate.
Advisors/Committee Members: Dr. Jami Berry, Dr. Terry Sapp, Dr. Helen Wang.

Brack, Tracie Welborn, E. D. (2015). Arts and Academics: How teachers perceive school climate relating to subject area (homerooom or special area) in an elementary school. (Thesis). Georgia State University. Retrieved from https://scholarworks.gsu.edu/eps_diss/126

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Brack, Tracie Welborn, Ed D. “Arts and Academics: How teachers perceive school climate relating to subject area (homerooom or special area) in an elementary school.” 2015. Thesis, Georgia State University. Accessed March 21, 2019.
https://scholarworks.gsu.edu/eps_diss/126.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Brack, Tracie Welborn, Ed D. “Arts and Academics: How teachers perceive school climate relating to subject area (homerooom or special area) in an elementary school.” 2015. Web. 21 Mar 2019.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Brack, Tracie Welborn ED. Arts and Academics: How teachers perceive school climate relating to subject area (homerooom or special area) in an elementary school. [Thesis]. Georgia State University; 2015. Available from: https://scholarworks.gsu.edu/eps_diss/126

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Montana Tech

29.
Liauh, Yirng-Hurng Emma.
A STUDY OF THE PERCEPTIONS OF ENGLISH FACULTY AND STUDENTS OF EXIT ENGLISH EXAMINATIONS AT TAIWAN'S TECHNOLOGICAL AND VOCATIONAL HIGHER EDUCATION INSTITUTIONS.

► The mix-method research aimed to investigate the attitudes toward the implementation of Exit English Examination (EEE) from the perspectives of English faculties and their…
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▼ The mix-method research aimed to investigate the attitudes toward the implementation of Exit English Examination (EEE) from the perspectives of English faculties and their students at Taiwan's technological and vocational higher education institutions. The survey participants were 66 English faculty and 1009 students in ten first-tier Universities of Technology and Institutes of Technology in Northern Taiwan based on the admission scores of the Technological and Vocational College Entrance Examination in the school year of 2009-2010. Descriptive statistics, Chi-Square tests, Mann-Whitney U tests, Kruskal-Wallis tests, and Spearman Correlation tests of the SPSS were conducted to determine the characteristics and statistically significant differences of participants' survey questions.
Findings indicated the following: various factors for the faculties and students played significant roles in attitudes toward EEE implementation; motivation and desire to learn English were highest in those students with medium English performance; a majority of students perceived a stronger influence from the EEE than the faculties; influence of the EEE on future jobs was recognized by both groups, as well as the need for assistance with fees, monetary incentives, and the subsidization for financially challenged students; faculties and students had conflicting opinions in regard to teaching to the test, the curriculum, and teaching effectiveness; the qualitative data analyses was predominated by concern regarding the test standard, test choices and future jobs.
Suggestions for this study included: a continuous implementation and overhaul of the EEE in Higher Education; help in facilitating professional development and a learning community; a review and adjustment of the existing English curriculum, methods and test standards; an alignment of the curriculum with the EEE standard and student preparation; a review of existing preparation programs, including monetary incentives and fees; professional assistance for juniors and seniors; utilization of international counterparts' assessment tools. Further research could include (a) covering major stakeholder's participation in decision making, implementation and gathering of information and analysis, (b) longitudinal work tracking students who failed the EEE, and (c) replicating a similar study in other geographical areas of Taiwan. Numerous implications for future studies were also provided.

Liauh, Y. E. (2011). A STUDY OF THE PERCEPTIONS OF ENGLISH FACULTY AND STUDENTS OF EXIT ENGLISH EXAMINATIONS AT TAIWAN'S TECHNOLOGICAL AND VOCATIONAL HIGHER EDUCATION INSTITUTIONS. (Doctoral Dissertation). Montana Tech. Retrieved from https://scholarworks.umt.edu/etd/1331

Chicago Manual of Style (16th Edition):

Liauh, Yirng-Hurng Emma. “A STUDY OF THE PERCEPTIONS OF ENGLISH FACULTY AND STUDENTS OF EXIT ENGLISH EXAMINATIONS AT TAIWAN'S TECHNOLOGICAL AND VOCATIONAL HIGHER EDUCATION INSTITUTIONS.” 2011. Doctoral Dissertation, Montana Tech. Accessed March 21, 2019.
https://scholarworks.umt.edu/etd/1331.

MLA Handbook (7th Edition):

Liauh, Yirng-Hurng Emma. “A STUDY OF THE PERCEPTIONS OF ENGLISH FACULTY AND STUDENTS OF EXIT ENGLISH EXAMINATIONS AT TAIWAN'S TECHNOLOGICAL AND VOCATIONAL HIGHER EDUCATION INSTITUTIONS.” 2011. Web. 21 Mar 2019.

Vancouver:

Liauh YE. A STUDY OF THE PERCEPTIONS OF ENGLISH FACULTY AND STUDENTS OF EXIT ENGLISH EXAMINATIONS AT TAIWAN'S TECHNOLOGICAL AND VOCATIONAL HIGHER EDUCATION INSTITUTIONS. [Internet] [Doctoral dissertation]. Montana Tech; 2011. [cited 2019 Mar 21].
Available from: https://scholarworks.umt.edu/etd/1331.

Council of Science Editors:

Liauh YE. A STUDY OF THE PERCEPTIONS OF ENGLISH FACULTY AND STUDENTS OF EXIT ENGLISH EXAMINATIONS AT TAIWAN'S TECHNOLOGICAL AND VOCATIONAL HIGHER EDUCATION INSTITUTIONS. [Doctoral Dissertation]. Montana Tech; 2011. Available from: https://scholarworks.umt.edu/etd/1331

30.
Nurnberg, Denae.
Writing-to-Learn in High-School Chemistry: The Effects of Using the Science Writing Heuristic to Increase Scientific Literacy.

► Writing-to-Learn in High-School Chemistry: The Effects of Using the Science Writing Heuristic to Increase Scientific Literacy The purpose of this study was to investigate…
(more)

▼ Writing-to-Learn in High-School Chemistry: The Effects of Using the Science Writing Heuristic to Increase Scientific Literacy
The purpose of this study was to investigate the effectiveness of using the Science Writing Heuristic (SWH) as an instructional tool to improve academic achievement and writing in the context of scientific literacy. This quasi-experimental study compared the effects of using the SWH in five laboratory settings over a 16-week span. The SWH was administered to a treatment group (n=63), whereas the comparison group (n=67) received laboratory sessions using a traditional laboratory report format.
There were four classes (n=130) of general chemistry enrolled in the study with two teachers. Each teacher taught a treatment and comparison class during the study. A pretest was administered to investigate any between-group mean differences. There was no statistically significant difference in between-group mean differences. The dependent measures administered to investigate differences between the treatment and comparison group included five SWH laboratory scores, a posttest content assessment (CA), a posttest written assessment (WA), and a student perceptions questionnaire. Teacher interviews were conducted as anecdotal evidence of teachers’ opinions about the use of the SWH compared with a traditional laboratory format.
The means on the CA and the WA were higher in the treatment group than the comparison group. Two independent-samples t tests were conducted to compare the means of the CA and the WA by treatment and comparison groups. Ten paired-samples t tests were used to make planned pairwise comparisons between the laboratory scores. There were five statistically significant differences in laboratory scores; however, there was no clear linear trend of an increase in means over time. There were no statistically significant differences in the posttest CA or posttest WA. There was a statistically significant difference in one of the student-perceptions-questionnaire components focused on writing as a tool for learning chemistry. The results favored the traditional laboratory format group. Post-hoc data analyses were conducted due to treatment fidelity concerns. A statistically significant difference in means was found between a treatment and comparison class through the post-hoc analyses. Additional research may be conducted on professional development to support teachers in implementing the SWH with fidelity.
Advisors/Committee Members: Patricia Busk, Robert Burns, Nathan Alexander.

Nurnberg, D. (2017). Writing-to-Learn in High-School Chemistry: The Effects of Using the Science Writing Heuristic to Increase Scientific Literacy. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/342

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Nurnberg, Denae. “Writing-to-Learn in High-School Chemistry: The Effects of Using the Science Writing Heuristic to Increase Scientific Literacy.” 2017. Thesis, University of San Francisco. Accessed March 21, 2019.
https://repository.usfca.edu/diss/342.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Nurnberg D. Writing-to-Learn in High-School Chemistry: The Effects of Using the Science Writing Heuristic to Increase Scientific Literacy. [Internet] [Thesis]. University of San Francisco; 2017. [cited 2019 Mar 21].
Available from: https://repository.usfca.edu/diss/342.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Nurnberg D. Writing-to-Learn in High-School Chemistry: The Effects of Using the Science Writing Heuristic to Increase Scientific Literacy. [Thesis]. University of San Francisco; 2017. Available from: https://repository.usfca.edu/diss/342

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation